I have chosen my character, Bob Marley. I was contemplating between John Lennon and Bob Marley, and chose Bob.
5/8/12
Source
My first source has been chosen for the first FQI, so now I can finish it.
5/10/12
FQI 1
I finished the first FQI sheet on Marley and had many facts on him.
5/16/12
Source 2, FQI 2
FQI 2 was completed on a new source I used. I was concerned if we were supposed to send it to Mrs.Dabrush.
5/18/12
FQI 3 and 4
FQI 3 and 4 were finished.
5/22/12
All FQI's
I Compiled all the facts i needed into a document, so I could write about Bob Marley if I had to, and it was more organized
5/28/12
n/a
I looked for a genre idea to use for the complete MGRP project
5/30/12
First Genre
I started my first genre, which was Song Lyrics
6/1/12
Song Lyrics,
Second Genre
Finished Song Lyrics, used the song "Buffalo Soldier". and then started to look for a new genre.
6/5/12
Magazine Cover, Concert Ad, Timeline
Thought of three new genres to use. A Rolling Stone cover with Marley on the front, an Ad for one of Marley's concerts, and a timeline of Bob's life.
6/7/12
Repetend, Dear Reader, Bibliography,
Last Genres
For this last reflection, you should choose four of the nine questions listed here:
•Why did you choose your topic?Are you still happy with your choice?
I chose my topic, because I know much about Bob Marley, and I would like to know more. Yes, I am still happy with my choice
•What goals did you have for your research? Did you meet those?
•What facts about your topic interested you most?
One fact I liked was that Bono, the U2 singer, inducted Bob Marley into the Rock and Roll HOF. I also liked the fact that Bob would only use a Gibson Epiphone in his concerts.
•Did this kind of project help you get a better understanding of your topic than you might have with a more traditional kind of research paper? If so, why and in what ways did it help?
Yes, it did help me get a better understanding, because I compiled lots of different facts about Bob into one, so I learn more, and because each genre give a better understanding each time one reads one.
•How much information did you collect? How easy or hard was it to find information?
I collected a few pages worth of info, and it was very easy to find, because the internet had tons of sources about Bob Marley
•What did you learn about the research process from this project? Consider: the best places to find certain kinds of information; what sources are most credible; the best order for conducting your investigation; how to record information and sources; anything else that you learned or that confirmed what you already knew.
•What strengths did you use as a writer in this project? What new strengths did you discover?
•What criteria did you use in deciding on the genres to include in your paper?
•What piece was the hardest or most challenging to write? Why? The most fun or interesting? Why?
•How did you decide on the organization of the pieces into a cohesive whole? Consider not only organization but use of transitional devices and packaging.
•What did you learn by working with your peers on revising and editing? Did they give you helpful advice? What was most helpful to you? What kinds of things did you learn from reading their pieces?
Process Journal Scoring Checklist
Total Process Journal Points /50 points
Score A Date 5/27 8 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no journal entries at the time of scoring.
Score B _/10pts Date_6/4 8 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Score C_/30pts Date_6/8 27 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Plus _/10pts
_10 points Student answered more than four of the final reflection questions with thoughtful and thorough responses.
_8-9 points Student answered four of the final reflection questions with thoughtful and thorough responses.
_5-6 points Students answered some of the final reflection questions. The responses answered the questions with little elaboration or insight.
_ 4 points Student did not answer any of the reflection questions.
Second Genre
Last Genres
•Why did you choose your topic?Are you still happy with your choice?
I chose my topic, because I know much about Bob Marley, and I would like to know more. Yes, I am still happy with my choice
•What goals did you have for your research? Did you meet those?
•What facts about your topic interested you most?
One fact I liked was that Bono, the U2 singer, inducted Bob Marley into the Rock and Roll HOF. I also liked the fact that Bob would only use a Gibson Epiphone in his concerts.
•Did this kind of project help you get a better understanding of your topic than you might have with a more traditional kind of research paper? If so, why and in what ways did it help?
Yes, it did help me get a better understanding, because I compiled lots of different facts about Bob into one, so I learn more, and because each genre give a better understanding each time one reads one.
•How much information did you collect? How easy or hard was it to find information?
I collected a few pages worth of info, and it was very easy to find, because the internet had tons of sources about Bob Marley
•What did you learn about the research process from this project? Consider: the best places to find certain kinds of information; what sources are most credible; the best order for conducting your investigation; how to record information and sources; anything else that you learned or that confirmed what you already knew.
•What strengths did you use as a writer in this project? What new strengths did you discover?
•What criteria did you use in deciding on the genres to include in your paper?
•What piece was the hardest or most challenging to write? Why? The most fun or interesting? Why?
•How did you decide on the organization of the pieces into a cohesive whole? Consider not only organization but use of transitional devices and packaging.
•What did you learn by working with your peers on revising and editing? Did they give you helpful advice? What was most helpful to you? What kinds of things did you learn from reading their pieces?
Process Journal Scoring Checklist
Total Process Journal Points /50 points
Score A Date 5/27 8 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no journal entries at the time of scoring.
Score B _/10pts Date_6/4 8 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Score C _/30pts Date _6/8 27 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Plus _/10pts
_10 points Student answered more than four of the final reflection questions with thoughtful and thorough responses.
_8-9 points Student answered four of the final reflection questions with thoughtful and thorough responses.
_5-6 points Students answered some of the final reflection questions. The responses answered the questions with little elaboration or insight.
_ 4 points Student did not answer any of the reflection questions.